Genre-Based Aproach in L2 Writing Classroom

Nur  Rasyidah

doi:10.21070/ijemd.v5i1.45

(1) Nur Rasyidah
Malaysia
(*) Corresponding Author

DOI: https://doi.org/10.21070/ijemd.v5i1.45

Abstract

This conceptual paper is aimed at examining the application of genre theory to an L2 classroom in a local university in Malaysia in the learning of specialized vocabulary in a food writing course. All three types of genre theory will be discussed, namely literary, rhetoric and linguistic genre theory to give a holistic understanding of genre. This will allow the coverage of both similarities and differences through all disciplines, and subsequently inform the richness of these theories, how it can be applied, and the significance of using these genre theories in the ESL writing classroom. This paper will also discuss the relationship between genre approach and genre writing and its application in the food writing classroom.

References

Bawarshi, A. S. (2003). Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan, UT: Utah State University Press. DOI: https://doi.org/10.2307/j.ctt46nxp6

Bawarshi, A. S.,&Reiff, M. J. (2010). Genre: An introduction to history, theory,research, and pedagogy. New York: Parlor Press.

Bhatia, V. K. (1997). Applied genre analysis and ESP, In T. Miller (Ed.), Functional approaches to written text: Classroom applications, pp. 134-149. English Language Programs: United States Information Agency.

Bhatia, V. K. (2004). Worlds of written discourse: A genre-based view. London: Continuum.

Brien, D. L. (2007). Writing about food: Significance, opportunities and professional identities. InWebb, J. & Williams, J. (Eds), the and is papers. Proceedings of the 12th conference of the AAWP, Canberra: The Australasian Association of Writing Programs.

Clark, I. (2005). A genre approach to writing assignments. Composition Forum, 14(2). http://compositionforum.com/issue/14.2/clark-genre-writing.php

Cope, B., &Kalantzis, M. (1993). The power of literacy and the literacy of power. In The powers of literacy: A genre approach to teaching writing (pp. 63-89).Pittsburgh: University of Pittsburgh Press.

Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133-154. DOI: https://doi.org/10.1177/003368820303400202

Devitt, A. J. (2000). Integrating rhetorical and literary theories of genre. College English, 62(6), 696–718. DOI: https://doi.org/10.2307/379009

Devitt, A. J. (2004). Writing genres. Carbondale: Southern Illinois University Press.

Enli, L. (2015). Implementing Genre-based curriculum cycle in teaching writing in secondary school setting. Studies in Literature and Language, 10(1), 47-50.

Hagemann, J. (2002). Teaching students to read writing assignments critically. The Writing LabNewsletter, 26(10), 5-7.

Haliday, M. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.

Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21, 385-395. DOI: https://doi.org/10.1016/S0889-4906(01)00028-X

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. DOI: https://doi.org/10.1016/S1060-3743(02)00124-8

Hyland, K. (2007). Genre and second language writing. Michigan: The University of Michigan Press.

Hyon, S. (2002). Genre and ESl reading: A classroom study. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives, pp. 121-141. Mahway, NJ: Lawrence Erlbaum.

Johns, A. M. (2003). Genre and ESL/EFL composition instruction. In B. Kroll (Ed.), Exploring the dynamics of second language writing, pp. 195-217. New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524810.014

Kalali, N, N. (2015). Genre analysis and writing skill: improving Iranian EFL Learners writingperformance through the tenets of genre analysis. Advances in Language and Literary studies, 6(6), 121-130. doi:10.7575/aiac.alls.v.6n.6p.119 DOI: https://doi.org/10.7575/aiac.alls.v.6n.6p.119

Martin, J. (1993). A Contextual Theory of Language. In Cope &Kalantzis, pp. 116-136.

Martin, J.R. (2001). Language, register and genre. In A Burns & C Coffin (Eds.), Analysing English in a global context (pp. 149-166). London: Routledge.

Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech (70), 151-67. DOI: https://doi.org/10.1080/00335638409383686

Nueva, C, J. (2016). Genre-based and process-based approaches to teaching news articles. PertanikaJ.Soc.Sci. & Hum., 24(1), 385-400.

Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor: The University of Michigan Press. DOI: https://doi.org/10.3998/mpub.23749

Rosmarin, A. (1985). The Power of Genre. Minneapolis: University of Minnesota Press.

Siti HaminStapa,&IsmiRohaMohdJais. (2005). A survey of writing needs and expectations of hotel management and tourism students. English for Specific Purposes World Journal, 3(1), 55-69.

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.

Todorov,T.(1990). Genres in discourse.Cambridge: Cambridge University Press.